An analysis of english reported speech errors made by high school students in nam dan district = phân tích lá»—i lá»i nói gián tiếp trong tiếng anh của há»c sinh THPT ở huyện nam đàn luận văn thạc sÄ© giáo dục há»c

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An analysis of english reported speech errors made by high school students in nam dan district = phân tích lá»—i lá»i nói gián tiếp trong tiếng anh của há»c sinh THPT ở huyện nam đàn luận văn thạc sÄ© giáo dục há»c

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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHẠM THỊ THANH VÂN AN ANALYSIS OF ENGLISH REPORTED SPEECH ERRORS MADE BY HIGH SCHOOL STUDENTS IN NAM DAN DISTRICT ( Phân tích lá»—i lá»i nói gián tiếp Tiếng Anh há»c sinh THPT huyện Nam Äàn ) MASTER THESIS IN EDUCATION Vinh, 2011 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHẠM THỊ THANH VÂN AN ANALYSIS OF ENGLISH REPORTED SPEECH ERRORS MADE BY HIGH SCHOOL STUDENTS IN NAM DAN DISTRICT ( Phân tích lá»—i lá»i nói gián tiếp Tiếng Anh há»c sinh THPT huyện Nam Äàn ) FIELD: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MASTER THESIS IN EDUCATION SUPERVISOR: ASSOC PROF DR NGO DINH PHUONG Vinh, 2011 Acknowledgement …………………………………………………………………… I Abstract ……………………………………………………………………………… II List of Tables and Figures ……………………………………………………………III List of Abbreviation ……………………………………………………… V TABLE OF CONTENTS ……………………… …………………………………1 CHAPTER 1: INTRODUCTION 1.1 RATIONALE OF THE STUDY 1.2 AIMS OF THE STUDY 1.3 SIGNIFICANCE OF THE STUDY .8 1.4 RESEARCH QUESTIONS OF THE STUDY .8 1.5 METHODS OF THE STUDY 1.6 SCOPE OF THE STUDY 1.7 DESIGN OF THE STUDY CHAPTER 2: LITERATURE REVIEW 10 2.1 OVERVIEW: 11 2.2 THEORETICAL BACKGROUND: 11 2.2.1 Reported Speech in English: 11 2.2.1.1 Direct Speech 11 2.2.1.2 Reported Speech .11 2.2.2 Errors in Language Learning Process: 19 2.2.2.1 The Notion of Errors: .19 2.2.2.2 Errors, Mistakes and Lapses: 20 2.2.2.3 Error Classifications 22 There are also different ways of classifying errors based on each researcher’s standard and norm 22 2.2.3 Error Analysis: 28 CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY 30 3.1 OVERVIEW 30 3.2 RESEARCH DESIGN .30 3.3 SUBJECT OF THE STUDY 30 3.4 DATA COLLECTION INSTRUMENTS 32 3.4.2.2 The Data Analysis Criteria for The Ts’ Questionnaire 33 3.5 DATA COLLECTION PROCEDURE: .33 3.6 DATA ANALYSIS: 34 3.7 RESEARCH PROCEDURES: 34 CHAPTER 4: FINDINGS AND DISCUSSIONS 35 4.1 FINDINGS AND DATA ANALYSIS 35 4.1.1 OVERVIEW .35 4.1.2.1 Primary Results of Students’ Tests 35 4.1.2.2 Results and Data Analysis from Students’ Questionnaire .38 As seen the results above, this grammatical part is not easy for them to and they can not avoid the mistakes, they need helping by their teachers and expect to learn and exercises well as tests about reported speech They hope their teachers apply lots of useful activities as a quarter wants to be introduced reported speech though contexts, given out clear forms about the ways of changing types of sentences Moreover, 24.75% wanted teachers to create opportunities to practise When practicing lots, they will use the learnt knowledge of this part and contact other forms of exercises (24.75%), in addition, students are interested in being done exercises in groups or reference lots of related documents, that means 12.25% or 12.75% referred 51 4.1.2.3 Results and Data Analysis from Teachers’ Questionnaire: 52 A variety of the given suggestions to better teaching reported speech, as seen the 66 results of students’ questionnaire above, this grammatical part is not easy for students to and they can not avoid the mistakes To reduce their students’ troubles, teachers should give out many different forms of exercises with suggestions, handouts, they will be got acquainted with diversity exercises and students wishes will, too With the long exercises, if teachers use handouts It will have much more time to them practise That is why 79.2% give out the opinion that making students lots of opportunities to practise The more they practise used reported speech exercises, the more they understand, decrease the no necessary mistakes and remember its theory easily However, one indispensable requirement of 87.5% of teachers said when teaching this grammar need to introduce it though contexts, give out clear forms about the ways of changing types of sentences After supplying the theory, teachers should guide and explain students which signals and how to exercises with it to gain high results, according to 62.5% proposed 83.3% recognized and suggested that if they let their students have students work and correct in pairs and groups, they provided students with chances to be easy to share and exchange their ideas with their friends, make them more self confident Moreover, after discussing in pairs and groups, they will get more new ideas from their friends, require them to think deeply Other suggestions are given with different ratings like creating comfortable environment to motivate for students learning (29%) and asking students to use extra materials at home to reference more (41.7%) With the question, one teacher suggested some activities to add more that matching, using pictures and asking students to make sentences She thought that the activities help students interest and motivate in learning reported speech 66 4.1.3 Summary of Findings .66 CHAPTER 5: CONCLUSION .73 5.3 Implications to Improve Both Better Teaching and Learning Reported Speech in English 77 5.3.1 General Implications 77 5.3.2 Suggested Techniques Helping Students Overcome Their Difficulties and Improve Both Better Teaching and Learning Reported Speech in English 78 5.4 LIMITATIONS AND RECOMMENDATIONS FOR FURTHER STUDY .83 REFERENCES 84 Chapter 1: INTRODUCTION 1.1 Rationale of The Study Nowadays, English has become an international communication language to access to many fields of human life such as science, technology, trade, communication and research as well In recent years, there is a considerable increase in Vietnamese learners’ need of learning English because they are aware of the importance of English to globalization in the WTO integration period To the persons who possess, understand and make full use of English, it is considered as a multifunctional key to achieve success in life Like many other languages, English language’s complexity really makes many Vietnamese students confused Numerous errors are made during the process of learning the English language because of the differences between two cultures in terms of ways of thinking, literature and learning styles Principally, English teaching and learning process cannot be free from mistakes or errors, misinterpretation, misapplication about something that has been learnt (Brown, P.J 1987: p.9) As Spada, N and Lightbown (2002, p.167) stated that: “Errors are natural part of language learning The errors reveal the patterns of learners’ developing interlanguage systems- showing where they have over generalized a second language rules or where they have inappropriately transferred the first language rule into the second language.†For second language learners in general and for second language students at high schools in particular, or even the persons who acquired a high level of English proficiency also make mistakes in their production of the second language The errors can be seen in different parts For instance, in syntax, Vietnamese students made wrong use of prepositions, articles as in the following sentences “He is working in the farm†or “I like the my hat†Another example is about wrong use of word order in the sentence “She very likes a red dress†and so on Errors and error analysis have drawn attention of methodologists and linguists for a long time However, in Vietnam, there are few researches done on the area of errors and error analysis There are some studies of error analysis conducted at Vinh University such as “Identifying Common Errors in Written English of Students of English at the Intermediate Level†by Pham Thi Thanh Nhan, “An Analysis of Errors made by Highschool Students in the Use of Subject- verb Agreement†by Cao Viet Ha, “Ellipsis in English: An Analysis of Errors made by Secondary School Students†by Vo Thi Thuy Linh, “An Analysis of Errors committed by High-school Students in Using English Reflexive Verbs and Reflexive Pronouns†by Mai Ly Huynh, “An Investigation into Errors in Using the Present Perfect tense by Secondary school Students†by Pham Thi Huyen, etc In all those studies, however, little attention has been made to reported speech and difficulties and challenges students face In learning English grammar, especially learning reported speech, Vietnamese students cannot avoid making mistakes and errors Despite the fact that they have been taught and understood the rules of grammar clearly, they often make errors and some types of errors even become habitual These errors can be seen in both learning process at school and the results at the end of every semester Hence, it is very important to carry out an error analysis of reported speech made by high school students to identify their errors and causes and to find out the solutions to help improving the effects of teaching and learning English For the reasons mentioned above, the author would like to conduct a study dealing with an analysis of errors committed by high school students in terms of using reported speech, entitled “An Error Analysis of Reported Speech made by High-school Students†Hopefully, the study will benefit both teachers and students who want to master and possess the English language 1.2 Aims of The Study The study is carried out to achieve the following objectives:  To identify students’ errors in using reported speech in English  To find out the causes leading to errors made by students in using RP  To point out solutions to help students to avoid the errors, to suggest implications for students and teachers during teaching and learning process 1.3 Significance of The Study The other side of errors can be taken to make teaching and learning better than before It can be said that every student makes progress through the mistakes or errors they make In English teaching and learning process, it is necessary to analyze the errors in order to gain and reconstruct new language systems The analysis will give teachers description of language acquisition Error analysis has also provided insights about the second language acquisition process, which results in major changes in teaching practices As a result, error analysis on students’ work will be useful and contribute to the process of language teaching and learning This leads to a greater understanding of the difficulties that students face and to the development of pedagogic strategies Therefore, this study is very significant for Vietnamese learners of English in general and high-school students in particular during the process of learning English 1.4 Research Questions of The Study The study is to answer the following questions: What types of errors may high school students make in using reported speech? What might be the causes leading to the errors? What recommendations could be made so as to avoid the errors in using reported speech? 1.5 Methods of The Study To carry out the study, the methods and methodology employed in this study are quantitative and qualitative A group of 400 students from grade 11 and 12 at three high schools at Nam Dan district are involved in the survey and all teachers of English consisting of 24 at these high schools In order to gain the most successful results, data will be collected through: firstly, the errors collected in written tasks done by the students within 50 minutes are analyzed; classified and counted to see how often they occur and look for their causes From those, suggesting some solutions All data are analyzed and conducted under theoretical knowledge of errors and error analysis from the data analysis of the study; secondly, the survey questionnaires: one for students and one for teachers 1.6 Scope of The Study English grammar is a complex issue for both learners and researchers Due to the time limit and research condition, this study does not cover all problems or difficulties students meet in learning English grammar The study will focus on analyzing errors in reported speech made by Vietnamese high-school students Besides, the research has just paid much attention to written language, which is collected from written tasks performed by students at Nam Dan II High School 1.7 Design of The Study The research consists of five following chapters: Chapter 1: INTRODUCTION This chapter deals with background of the study, problems statement, aims, benefit, research questions, methods, scope and the design of the study Chapter 2: LITERATURE REVIEW This chapter will provide an in-depth review of the relevance literature related to the issue under investigation Particularly, a review of the uses of reported speech in English will bring the theoretical framework for the identification of the errors that students made Besides that, basing on the ideas expressed in different works by different theorists Theories about the sources of errors will help explore what factors caused students’ commitment of errors in using the reported speech Error analysis as the main theoretical tool for analyzing data will also be reviewed Chapter 3: RESEARCH DESIGN and METHODOLOGY This chapter will present methodology adopted to collect data for the research, which consists of subject of the study, data collection instruments, data collection procedure, data analysis, research procedures and reliability and validity involved in the study Chapter 4: FINDINGS and DISCUSSIONS This chapter will describe how errors are elicited from the tasks, deal with primary results through students’ tasks, two questionnaires of students and teachers From that, the results are presented to classify errors and give their corresponding causes Chapter 5: CONCLUSION This chapter will summarize what have been done in the research, suggest some implications or recommendations for teaching and learning reported speech for teachers and students at high schools in Nam Dan avoiding the unnecessary mistakes and use reported speech more effectively And provide some suggestions for further research and give limitations of the study Followed by several appendices and references which may be the concern of the readers Chapter 2: LITERATURE REVIEW 10 ...MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHẠM THỊ THANH VÂN AN ANALYSIS OF ENGLISH REPORTED SPEECH ERRORS MADE BY HIGH SCHOOL STUDENTS IN NAM DAN DISTRICT ( Phân tích lá»—i lá»i nói gián. .. of Errors made by Highschool Students in the Use of Subject- verb Agreement†by Cao Viet Ha, “Ellipsis in English: An Analysis of Errors made by Secondary School Students? ?? by Vo Thi Thuy Linh,... studies of error analysis conducted at Vinh University such as “Identifying Common Errors in Written English of Students of English at the Intermediate Level†by Pham Thi Thanh Nhan, ? ?An Analysis of

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